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Olympic Education as an Intergenerational Relation of the Third Degree

100%

Pawłucki A.

Physical Culture and Sport. Studies and Research

2009

vol. 46

issue 1

99-108

Olympic education is a more complex social reality than is commonly thought to be the case. Olympic education, understood as a social relation, is expressive when it takes place between the three generations, and when its axiological leader: the Olympic pedagogue, engages all subjects of the Academy.Olympic education must be constructed in such a way as to include both the act and the thought about the sense of the act. It must include the act of participation and the culture of actions through Olympic practice and the cultural awareness of the act. It must account for the cognitive capabilities of the pupil. Olympic students must participate in the adults' thoughts about cultural acts and in cultural acts themselves. Olympic education, like any other kinds of education, should encourage students to participate in the thoughts about cultural acts and cultural acts themselves. Education based exclusively on thoughts is not effective, and education based exclusively on acts is incomplete.It is easier to imagine and provide students with education through sport than with education through the culture of sport. In everyday school practice, sport education is provided only through actions, through learning by doing. This duality of education: through culture and through action, is demonstrated to the Olympic pedagogue by the concept of universal good, which grants every member of the Olympic family access to the truth about himself or herself, access to the knowledge about the meaning of one's destiny. This concept concerns each subject to education in each relationship it experiences. The discursive deficit of the Olympic good in one such relationship destroys education as an intergenerational transfer of self-knowledge.

Education in moral values of JUDO school students

88%

Kozdraś G.

Ido Movement for Culture. Journal of Martial Arts Anthropology

2019

vol. 19

issue 1S

50-54

Introduction. By linking human morality with cognitive development, Profesor Jigoro Kano was convinced that discovering knowledge and understanding it would shape the meaning of good and evil among young judokas, as well as their ability to distinguish what is good and what is bad [Kano 2005, Mifune 2004]. Problem and aim. The aim of the undertaken research was to assess the assimilation by students at the Kodokan Judo School of values, including: responsibility, righteousness, patience, lowliness, courage, and kindness, and also to check to what extent the application of the Kogi and Mondo methods increase the sensitivity of judo players to these values during training. The main problem of the research was the question: What is the evaluation of adopted and externalised values of judo competitors in primary school? Methods of research. I. Observation categorized. Six values of the judo school were subjected to research, four subcategories of which were selected and then operationalized. II. Survey using interviews. Respondents were asked five questions that concerned ways of understanding judo, through the prism of values that are internalised in them during their training. Conclusion: The behavior of the tested students during Randori trainings should be assessed highly. The application of the Mondo and Kogi methods with reference to the values characterising the students of the Kodokan Judo School allows young practitioners of this martial art to understand the full concept of education proposed by Professor Jigoro Kano.

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1 Ido Movement for Culture. Journal of Martial Arts Anthropology

1 Physical Culture and Sport. Studies and Research

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1 Kozdraś G.

1 Pawłucki A.

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Olympic Education as an Intergenerational Relation of the Third Degree

Education in moral values of JUDO school students